Goal 6: Improving all aspects of the quality of education and ensuring their excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.
Major achievements
To ensure the quality of education, a significant progress was made in the field of regulation: a human right to qualitative education is guaranteed by law, the meaning of the concept of education quality has been introduced and general quality policy principles have been established.
A continuous updating system of the General (national) education programmes has been created; they are based on modern human educational needs. A strong focus is given on curriculum differentiation and individualization, as well as balancing of student’s workload.
A formal education quality assurance system has been developed: there is ongoing school self-assessment and external evaluation, accreditation of the secondary school programmes, teachers and school principals’ certification.
High-quality instruments have been created and introduced for the assessment of student learning outcomes and school self-evaluation.
To ensure the quality of education the ongoing monitoring of education is carried out, as well as national and international research in education, testing of students’ basic education achievements, and final examinations.
It was achieved that the vast majority of teachers employed in schools would be highly qualified and constantly improve their skills. In order to improve the quality of education, the teachers’ training and professional development system has been reformed: persons applying to educational studies must pass a motivation assessment test and funding for one future teacher’s study place was significantly increased. It has been achieved that teachers’
average monthly salary would be in excess of the average wage of those working in the public sector.
The selection of school principals has been reinforced: the applicants must check if their competencies are suitable.
An educational support system has been created: pupils are provided with psychological and special assistance, social workers are employed at schools, and support is provided to ensure informed choices of profession.
Schools are renovated as much as possible. All general education schools are equipped with modern IT tools, more than half of them have interactive boards, and all schools have internet access.
Introduction of the “student’s basket” funding principle in the education system led to the more efficient use of funds, as well as transparency and fairness in their distribution.
Remaining problems
Although Lithuania implemented and is implementing many policy measures to improve the quality of education, the students’ learning outcomes remain lower than the PISA OECD average. The achievements of Lithuania in mathematics, natural sciences (except for reading) remain unimproved.
The implementation of modern competences has been rather difficult – traditionally, more
time is devoted to the development of knowledge and understanding.
A rarely performed, non-global evaluation of schools is not effective in promoting the improvement of the work for all schools; there is also lack of counselling and other assistance to schools.
In recent years, steps have been taken to increase the quality of teachers’ training and specialty prestige, but so far most gifted graduates have not been attracted to study educational specialties and work in the field of education, whereas after decentralization of the system of teachers’ development programmes there is lack of coordination and uneven quality of such programmes.
After the introduction of “student’s basket” funding principle schools began to compete for students, but the quality of education has not improved.
In Lithuania, the measures for improving the quality of education are not applied systematically; they are chaotic, some of them conflict with each other, and there is lack of policy stability and continuity.
Right to quality education
One of the main objectives of UNESCO in the field of education is to implement the right to education for all humans and to meet the need for new qualitative basic education; it is understood as a part of lifelong learning. The Law on Education of the Republic of Lithuania (2011) contains a provision that “a learner has the right to receive a high-quality education”, whereas “the State ensures the quality of formal and to a certain extent, that of non-formal education”.
Definition of quality of education in Lithuanian legislation, strategies and programmes
The objective to ensure the quality of education is established in the Law on Education (2011) and, as one of the immediate priorities, it is included in the Programme of the Government of the Republic of Lithuania for 2012–2016, but they do not contain the definition of the quality of education.
The objective set in the Regulations of the National Education Strategy for 2003–2012 was to ensure the quality of education corresponding to the needs of a person living in an open civil society and market economy, as well as the needs of a universal modern world society. The National Education Strategy for 2013–2022 also sets an objective to improve the quality of education services, but the definition of the quality of education is not given in the mentioned strategies.
The common definition of the quality of formal education is presented in the Concept of the quality assurance system of formal education (2008). Quality of formal education is defined as a set of qualitative educational characteristics which determine:
ability to meet educational expectations, personal and social needs;
effective performance of the mission of education and functions attributed to formal education system;
implementation of formal education goals.
The concept of the quality of education Lithuania
The Concept of the quality assurance system of formal education (2008) contains a provision that the concept of quality is variable and dependent on the context; the concept is agreed taking into account the prevailing needs of the individual and society within a certain period of time, the concept of the mission of education and education goals. According to the Law on Education (2011), the concept of the quality of education is created by the society, education participants and
education management bodies. Education management bodies initiate and organize public debate about education purposes, objectives, methods of achieving them and their principles, provide for debate the evidence based on research and analysis, validate agreements within their competence and make strategic decisions.
In Lithuania, the concept of the quality of education is enshrined in the Law on Education (2011).
Its content is reflected in educational objectives and principles.
The Lithuanian education goals are:
1) to develop each person’s values enabling him to become an honest, knowledge-seeking, independent, responsible and patriotically-minded person; to cultivate the communication skills important in contemporary life; to assist in internalising the information culture characteristic of the knowledge society, by providing for mastery of native and foreign languages, information literacy as well as modern social competence and the skills to shape life independently and live healthily;
2) to identify a young person’s creative abilities and upon this basis to help him acquire a vocational qualification and competence conforming to contemporary culture and technology; to assist him to get established and successfully compete in the shifting labour market; to convey the basics of technological, economic and business culture necessary to ensure the progress, competitiveness and sustainable development of the country’s economy; to create conditions for continually satisfying cognitive needs as well as improving oneself through life-long education;
3) to reinforce the capability of society to ensure sustainable development of the country’s economic, environmental and human resources, internal and external economic competitiveness, national security and the advancement of a democratic State;
4) to convey to each person the basics of national and ethnic culture, the traditions and values of the humanistic culture of Europe and of the world, to foster the maturation of each person’s national identity, moral, aesthetic and scientific culture and personal outlook; to guarantee the continuity of ethnic and national culture, the preservation of its identity and continuous renewal of its values; to promote the nation’s openness for interaction and dialogue with other cultures;
5) to ensure conditions enabling a person to acquire the basics of civic and political culture that embody democratic traditions, and to develop the abilities and experience needed by a person for competence as a citizen of the Republic of Lithuania and a member of the European and global community as well as of a multi-cultural society.
The principles upon which the educational system is based are:
1) equal opportunity: the educational system is socially fair, it ensures implementation of the rights of persons; it assures each individual access to education, opportunity for attainment of a general education level and a primary qualification and creates conditions for in-service education or gaining a new qualification;
2) contextuality: the educational system is closely linked to the context of national economic, social and cultural development; renews itself as this context does and meets the continuously changing needs of society;
3) effectiveness: the educational system pursues high-quality results by rationally and economically using available resources; by continuously evaluating, analyzing and planning its activity; and by relying on effective management, i.e. proper and timely decisions;
4) continuity: the educational system is flexible, open, based on interaction of various forms and institutions; it creates conditions for each individual to engage in life-long learning.
Evaluation aspects, indicators and benchmarks of the quality of education
In Lithuania, the quality of formal education is assessed in the following aspects: the contribution of education, leadership and management, teaching and learning processes, outcomes, as well as two environmental components of the educational system: the impact and consequences of education and the educational context. They are defined in the Concept of the quality assurance system of formal education (2008). To evaluate/measure the quality of education, National education monitoring indicators, as well as indicators and guidelines of the Lithuanian progress strategy
“Lithuania 2030”, National Education Strategy for 2013–2022, and for comparison with other countries – Education and Training (ET, 2020), etc. are used. When assessing the quality of education the major focus is put on education outcome indicators.
For example, the National Education Strategy for 2003–2012 uses the following indicators to assess quality:
Indicators and guidelines have been developed under the Programme for International Student Assessment (PISA) for 15-year-old pupils (for example, the percentage of pupils conforming at least 3rd (out of 6) achievement level under the Programme for International Student Assessment (PISA) for 15-year-old pupils; the goal for 2017 – an average of at least 50 per cent, for 2022 – an average of at least 54 per cent),
ARWU (Academic Ranking of World Universities) rating was the basis to develop indicators and guidelines (for example, number of Lithuanian higher schools entering 500-ARWU; the goal for 2017 and 2022 – one university),
Civil power index, in per cent and other.
Current policies and measures to improve the quality of education for the future
In 2003, Lithuania in its “Education for All” Action Plan committed to create a curriculum assessment and updating system, enabling a flexible response to the evolving needs of society, to periodically adjust the objectives and content of education with emphasis on the development of basic skills, lifelong learning, citizenship education, sustainable development principles and tolerance of cultural diversity.
In Lithuania, general programmes have been updated since the period of restoration of independence (Figure 3.6.1). The main aim of this update – a shift in education paradigms – a transition from the traditional (paradigm of teaching to the learning paradigm, which means from the knowledge and understanding to the development of competences. From 2003 the content of education was shifting to the development of key competences.
Figure 3.6.1 Chronological sequence of updating General curriculum in independent Lithuania
PPU BP – Primary and basic education curriculum IS – education standards
VU BP – Secondary education curriculum Until 2007 the updating of General s curriculum was irregular.
In 2007, the Strategy of formation, evaluation, updating and implementation of general curriculum was approved to link the curriculum with present personal competences and to develop a curriculum renewal system.
When implementing the Strategy of formation, evaluation, updating and implementation of general curriculum, which was prepared in compliance with Recommendations of the European Parliament and of the Council on key competences for lifelong learning (2006) and taking into account the conclusions of international and national research, in 2008 Primary and basic education curriculum, and in 2011 –Secondary education curriculum were renewed and approved.
These programmes focused on the development of key competencies (learning to learn, communication, cognitive, social, initiative and creativity, personal) and main subject specific competencies, with particular emphasis on the learning to learn, curriculum differentiation and individualisation, reduction of students’ workload, the arrangement of curriculum in a way that it is easier to classify the elements in the planning, preparation of methodological material, evaluation, and publication online. The mentioned general competences are distinguished in accordance with the European core competencies model and taking into account the needs of the country (Figure 3.6.2).
To enhance the development of general competences necessary for the knowledge society, the programmes for Communication, Information technologies, Sustainable development, Health and life skills, and Cultural awareness cross-curricular programmes have been developed. These programs aim to develop the mentioned competencies through all curriculum subjects. In 2009, the compulsory early foreign language learning in primary schools was introduced to strengthen foreign language communication competences. The first foreign language is taught from the second grade, and the second language– from the fifth grade.
Figure 3.6.2 Key competences
Lithuania has introduced a new, broader definition of the curriculum content. In the previous Law on Education (2003) the curriculum content was defined as a system of knowledge, skills, abilities and values, necessary to achieve the educational goals. Meanwhile, in the current Law on Education adopted in 2011 the definition of curriculum content by UNESCO is established, whereby it is understood as “what is taught and studied, how it is taught and studied, how the progress and achievements of learners is assessed, what teaching and learning aids are used”.
In order to improve the capable and talented students’ learning outcomes, the Action plan for the development of a search and identification system of gifted and talented children and increasing the availability of schools to these children was developed and approved in 2013.
In 2013, Lithuania developed and approved the Plan for the improvement of the Lithuanian language and cultural literacy teaching aids for 2013–2016, and developed and is currently
deliberating the drafts of the General programmes for primary education of the Lithuanian language and basic education of the Lithuanian language and literature targeted to higher reading and literacy achievements21.
In 2014, the Action plan for integrating information and communication technologies in general education and vocational training for 2014–2016 was developed and approved. The plan is intended to ensure the development of integrated digital literacy skills in studying all subjects and to enable deeper, purposeful, flexible, individualized information technology learning; to develop and integrate the management information systems and infrastructure servicing the reflection of the quality of activities of educational establishments, decision-making, assessment of learning outcomes, self-assessment and recognition; to develop e-opportunities for professional development of teachers, co-operation and exchange of experience.
In recent years, various evaluation measures for improving the quality of education have been used.
In Lithuania, international (PISA, TIMMS, PIRLS) and national student achievement testing, state and school final examinations, basic education achievements testing are carried out.
To implement the project the Creation of standardized tools for the assessment of students’
achievement and self-evaluation for general education schools22 the standardized student achievements tests for the fourth and eighths grades have been developed and tested.
Since 2012 the Lithuanian schools introduced a compulsory testing for after 10-year basic education achievements. Tests for checking basic education achievements of the Lithuanian language (mother tongue), Lithuanian (state), mathematics and elective native language (Belorussian, Polish, Russian, German).
A new state examination criterion-based evaluation system was successfully applied in the assessment of state examination results of 2013. Criterion-based evaluation allows a more objective evaluation of students’ achievement than previously applied normative evaluation.
In 2013, a new Foreign language state final examination programme was developed and approved, introducing a speaking part into the state examination. It should come into force from 2016.
In 2013 m. the draft of Maturity work programme23was developed; it will be launched from 2016.
The maturity work programme establishes that a maturity work is a long-term work of a selected direction prepared by a student in educational process and intended to check and assess the student’s general and specific competences of the chosen direction, which is difficult to assess in a centrally organized exam format. Students may perform their maturity work by choosing a research-applied, arts or technology-oriented direction. The introduced mature work should have the status of a scholastic examination, but should be conducted and evaluated during the educational process.
To improve the quality of general education, a self-evaluation of general education school activities was introduced in 2001, which has become full-scale since then. The prevailing culture of self-assessment has strengthened the provisions by the mentioned school communities to take care of the quality of activity and its improvement. From 2004, the accreditation of secondary education programmes is performed in the secondary schools seeking the gymnasium status. Currently, 80 per cent of students studying under secondary education programmes (ISCED 3) are gymnasium students, i.e. they are enrolled in secondary education programmes of recognized quality. In 2007 an external quality assessment of school activities was started. In 2013, more than a third of general education schools have been assessed. During the external evaluation, the positive and negative aspects of school performance are established; they form a real basis for the school to look for ways to improve the quality of education.
21 http://www.upc.smm.lt/ugdymas/dokumentai/svarstomi/
22 http://www.nec.lt/naujienos/334/
23 http://www.nec.lt/failai/4278_programa_BD_05_07.pdf
A continual monitoring of education is performed to efficiently solve the educational problems, and educational problem analyses are prepared; also, secondary surveys of students’ learning achievements are carried out.
To improve the quality of general education using the European structural funds, a continuous Programme for School Improvement Plus (MTP plus) is implemented. Its purpose is to ensure the quality of general education conforming to the society needs through innovation and by strengthening the capacity of education system. MTP plus goals will be achieved through the implementation of 38 projects with a total budget of 602.99 million LTL. The programme is funded by the European Regional Development Fund (ERDF), the European Social Fund (ESF) and national projects funds.
Some important currently undertaken projects to improve the quality of general education are presented below.
One of the measures to improve the quality of education is a personalized learning in the educational process. When implementing the project Development of basic competences of fifths to eighth grade students of the first concentre of basic education24 a digital tool for the assessment and self-assessment of the competence of ability to learn has been created for students and teachers to
One of the measures to improve the quality of education is a personalized learning in the educational process. When implementing the project Development of basic competences of fifths to eighth grade students of the first concentre of basic education24 a digital tool for the assessment and self-assessment of the competence of ability to learn has been created for students and teachers to